Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning i...

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Format:	Buch
Sprache:	English
Veröffentlicht:	Paris OECD 2005
Schlagworte:	OECD Educación superior - Ensen̋anza con ayuda de computadores Hoger onderwijs Teleleren Education, Higher > Computer-assisted instruction Bildungssystem Computerunterstütztes Lernen Lernen
Zusammenfassung:	Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions. The study is based on a qualitative survey of practices and strategies carried out by the OECD Center for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries: Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States as well as 2 non-member countries: Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.--Publisher's description.
Beschreibung:	Franz. Parallelausg. u.d.T.: Cyberformation dans l'enseignement supérieur
Beschreibung:	289 S. graph. Darst.
ISBN:	9264009205